© PHOTODISC © COREL © PHOTODISC SIGHTS IN THE CITY · would take guests up 605 feet to the...
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T he United States is home to some spectacular man-made edifices that have come to symbolize ingenuity and creativity. Millions of sightseers from around the world visit these places each year.Some are historic landmarks and have appeared in Hollywood films. Below are clues to some of the sights people go to see, and pho- tograph, in U.S. cities. Read the clues, and then see if you can fill in the blanks to name the sight. (Some of the sights appear in the photos above.) 1. Built in 1937 by Joseph B. Strauss, this landmark is named after a strait that serves as the entrance to the San Francisco Bay from the Pacific Ocean. During its construction, a safety net skirting the bridge saved the lives of 19 men,who later became known as the “Halfway-to-Hell Club.” 1. ______ ____ ______ 2. This building is the tallest skyscraper in the United States and stands at the intersection of Wacker Drive and Jackson Boulevard in downtown Chicago. 1. The _____ _____ 3. George Washington, together with city planner Pierre L’Enfant, chose this site for the U.S. President’s private residence, which is located at 1600 Pennsylvania Avenue in Washington, D.C. 1. The _____ _____ 4. This monument is known as the symbol of Seattle,Washington. In 1962 it appeared on the official World’s Fair poster,which featured this building’s grand spiral entryway leading to the elevators that would take guests up 605 feet to the monument’s flying saucer top. 1. The _____ ______ 5. This sign, erected in 1923, is 450 feet long; its mammoth letters are 45 feet high, and it is visible from all parts of the world’s movie capital, Los Angeles, California. 1. The _________ ____ 6. This symbol of American ingenuity and Art Deco architecture is an awe-inspiring landmark. It was built in 1930 during the Depression and offers a spectacular view of New York City. 1. The ______ _____ ________ A WORD P UZZLE A PRIL 2004 E NGLISH T EACHING F ORUM 32 SIGHTS IN THE C ITY See page 9 for answers © PHOTODISC © COREL © PHOTODISC
Transcript of © PHOTODISC © COREL © PHOTODISC SIGHTS IN THE CITY · would take guests up 605 feet to the...
The United States is home to some spectacular man-made edifices that havecome to symbolize ingenuity and creativity. Millions of sightseers from around
the world visit these places each year. Some are historic landmarks and have appearedin Hollywood films. Below are clues to some of the sights people go to see, and pho-tograph, in U.S. cities. Read the clues, and then see if you can fill in the blanks to namethe sight. (Some of the sights appear in the photos above.)
1. Built in 1937 by Joseph B. Strauss, this landmark is named after a strait that serves as the entrance tothe San Francisco Bay from the Pacific Ocean. During its construction, a safety net skirting the bridgesaved the lives of 19 men, who later became known as the “Halfway-to-Hell Club.”
1. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
2. This building is the tallest skyscraper in the United States and stands at the intersection of WackerDrive and Jackson Boulevard in downtown Chicago.
1. The _ _ _ _ _ _ _ _ _ _
3. George Washington, together with city planner Pierre L’Enfant, chose this site for the U.S. President’sprivate residence, which is located at 1600 Pennsylvania Avenue in Washington, D.C.
1. The _ _ _ _ _ _ _ _ _ _
4. This monument is known as the symbol of Seattle,Washington. In 1962 it appeared on the officialWorld’s Fair poster, which featured this building’s grand spiral entryway leading to the elevators thatwould take guests up 605 feet to the monument’s flying saucer top.
1. The _ _ _ _ _ _ _ _ _ _ _
5. This sign, erected in 1923, is 450 feet long; its mammoth letters are 45 feet high, and it is visible fromall parts of the world’s movie capital, Los Angeles, California.
1. The _ _ _ _ _ _ _ _ _ _ _ _ _
6. This symbol of American ingenuity and Art Deco architecture is an awe-inspiring landmark. It wasbuilt in 1930 during the Depression and offers a spectacular view of New York City.
1. The _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
A WORD PUZZLE
A P R I L 2 0 0 4 E N G L I S H T E A C H I N G F O R U M32
SIGHTS IN THE CITY
See page 9 for answers
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architect
bridges
buildings
cartography
city
developer
houses
lake
land
maps
neighborhood
parks
roads
schools
sidewalk
skyscraper
streets
zoning
the lighter sidethe lighter side
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Find the following words in the word search puzzle. When you find a word, circle it. Wordscan appear vertically, horizontally, diagonally, or even backwards.
See page 15 for answers
A WORD SEARCH PUZZLE
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particular word. It makes students aware ofthe different constructions that a particularword can form. One example could be thewords that go with the verb get, as shown in thediagram on the previous page.
Conclusion
Over the last few years, vocabulary teach-ing has gained more interest from Englishteachers and theorists who argue that, withouta wide range of vocabulary, grammar does nothelp learners much. I am inclined to agreewith them, although I believe that having awide range of vocabulary per se is not ade-quate because a single word rarely standsalone. Therefore, language teachers need tomake sure that their students know whichword goes with which other word(s), and thatnecessitates teaching collocations. Doing sowill help learners acquire the language morequickly and efficiently.
References
Benson, M., E. Benson and R. F. Ilson. 1997. TheBBI dictionary of English word combinations.Amsterdam; Philadelphia: John Benjamins Pub-lishing Co.
Harmer, J. 1991. The practice of English languageteaching. Second Edition. London: Longman.
Hill, J. 2000. Revising priorities: From grammati-cal failure to collocational success. In TeachingCollocation, ed. Michael Lewis, 47–70. Hove,England: Language Teaching Publications.
Hill, J. and M. Lewis. 1997. LTP dictionary ofselected collocations. Hove: England: LanguageTeaching Publications.
Lewis, M. 1998. Implementing the lexical approach.London: Language Teaching Publications.
TANJU DEVECI teaches English for AcademicPurposes at Sabanci University in Istanbul.
* Dictagloss is a cooperative listening activity whose stepsare 1- Reading the passage aloud to students and havingthem write down key words and phrases, 2- Rereading thepassage to provide an additional opportunity to note keywords and phrases, 3- Having students work in groups offour or five to reconstruct the passage, 4- Having eachgroup compare their version with the original and correctany mistakes, 5- Having each group publish their finalversions and display them in the classroom.
ANSWERSSIGHTSINTHECITYA WORDPUZZLE
1.GOLDENGATEBRIDGE
2.TheSEARSTOWER
3.TheWHITEHOUSE
4.TheSPACENEEDLE
5.TheHOLLYWOODSIGN
6.TheEMPIRESTATEBUILDING
Why and How to Teach Col locat ions | Devecicontinued from page 19
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David Hamill
Note
Unmarked set by David Hamill
impression. For, as Smith claimed long ago,only when English is used to express anduphold local culture and values will it trulyrepresent an international language.
AcknowledgementsThanks to David Malinowski for his transla-tion of Suzuki (1999) and Takako Nishino forher analysis of the junior high school textbookcharacters.
References
Adaskou, K., D. Britten, and B. Fahsi. 1990. Designdecisions on the cultural content of a secondaryEnglish course for Morocco. ELT Journal 44(1):3–10.
English in Life. 1990. Casablanca: Royaume duMaroc, Ministere de L’Education Nationale[Morocco’s Ministry of Education].
McKay, S.L. 2002. Teaching English as an interna-tional language: Rethinking goals and approaches.Oxford: Oxford University Press.
Mugglestone, P., S. Elsworth, and J. Rose. 1999,2000. Go for Chile, Book 1 and 2. Santiago,Chile: Addison Wesley Longman.
Prodromou, L. 1992. What culture? Which cul-ture? ELT Journal 46 (1): 39–50.
Smith, L. 1976. English as an international auxil-iary language. RELC Journal 7 (2):38–43.
Suzuki, T. 1999. Nihonjin wa naze Eigo ga dekinaika [Why the Japanese people are no good atEnglish]. Tokyo: Iwanami Shoten.
Shimako, I. 2000. Evaluating cultural context andcontent in EFL materials: A study of high schoollevel oral communication (OCA) textbooks inJapan. Paper presented at the international con-vention of Teachers of English to Speakers ofOther Languages, Vancouver, Canada.
SANDRA MCKAY is a Professor of English atSan Francisco State University in the TESLprogram. She has been involved in teachereducation programs in many countries,including Chile, Morocco, and Japan.
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